Primary Sources Battle of Bennington Unit
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Colonel Abraham Drake
Photo: Unavailable Name: Colonel Abraham Drake Date of Birth/Details: December 4, 1715, Hampton, NH to Abraham and Theodate Roby Drake Residence: Drake Farm, 148 Lafayette Road, Route 1, North Hampton, NH Date of Death/Details: August 1, 1781 The historical marker on front lawn of Drake Farm placed by Clifford S. Drake 1927 reads: This boulder marks the site of the home of Colonel Abraham Drake. December 4, 1715 – August 1, 1781. Captain of horse in French and Indian Wars. Fought at Crown Point 1755-1756. One of the first to take up arms in the Revolution.as Lieutenant Colonel in 3rd New Hampshire volunteers. Commanded by General Washington to attend Councils of War. Member of Provincial Congress at Exeter 1777. Colonel in New Hampshire Militia 1776-1777 Marched with his company drawing artillery with oxen from here to Saratoga to intercept General Burgoyne and was present at his surrender. The homesite, first built in 1705, is currently known as Drake Farm Books and Abigail’s gift shop. It is the yellow house and barn at 148 Lafayette Road, just north of North Road on the west side, currently owned by Bob Gross and Marcia Van Dyke. Abraham Drake’s military career began as a lieutenant of cavalry (Dragoon company) in Major Tash’s Battalion of the New Hampshire Provincial Regiment at Fort #4. He was a captain in the French and Indian War (1755-1757). In The Revolutionary War, he was lieutenant colonel of the Third New Hampshire Regiment. In 1777 he was promoted to Colonel of the 2nd New Hampshire Militia Regiment, serving in Ebenezer Learned’s brigade, “to reinforce the northern continental army at Stillwater” and Saratoga, NY, from September 8th to December 15, 1777. -
Bicentennial Source Book, Level I, K-2. INSTITUTION Carroll County Public Schools, Westminster, Md
--- I. DOCUMENT RESUME ED 106 189 S0,008 316 AUTHOR _Herb, Sharon; And Others TITLE Bicentennial Source Book, Level I, K-2. INSTITUTION Carroll County Public Schools, Westminster, Md. PUB DATE 74 NOTE 149p.; For related guides, see CO 008'317-319 AVAILABLE FROM .Donald P. Vetter, Supervisor of Social Studies, Carroll County Board of Education, Westsinister, Maryland 21157 ($10.00; Set of guides.I-IV $50:00) EDRS PRICE MF-$0..76 HC-Not Available from EDRS..PLUS POSTAGE DESCRIPTORS *American Studies; Class Activities; *Colonial History (United States); Cultural Activities; Elementary Education; I structionalMaterials; *Learning Activities; Muc Activities; Resource Materials; Revolutionary Wa (United States); Science Activities; *Social Studies; Icher Developed Materials; *United States History IDENTIFIERS *Bicentennial ABSTRACT This student activities source book ii'one of a series of four developed by the Carroll County Public School System, Maryland, for celebration of the Bicentennial. It-is-specifically designed to generate ideas integrating the Bicentennial celebration into various disciplines, classroom activitiese.and school -vide 4vents at the kindergarten through second grade levels. The guide contains 81 activities related to art, music, physical-education, language arts, science, and social studies. Each activity includes objectives, background information, materials and resources, recommended instructional proce ures,and possible variations and modifications. The activities are organized around the Bicentennial themes of Heritage, Horizons, and Festival. Heritage. activities focus on events, values, traditionp, and historical objects of the past. Horizon activities stress challenging the problems of the present and future. Festival activities include such activities as community craft shows, workshops, folk music, and dance performances. (Author /ICE) C BICENTENNIAL SOURCE BOOK LEVEL I . -
Letter from Benjamin Lincoln to George Washington,” (1786)
“Letter from Benjamin Lincoln to George Washington,” (1786) Annotation: Historians once characterized the 1780s as the "critical period" in American history, when the new nation, saddled with an inadequate system of government, suffered crippling economic, political, and foreign policy problems that threatened its independence. Although it is possible to exaggerate the country's difficulties during the first years of independence, there can be no doubt that the country did face severe challenges. One problem was the threat of government bankruptcy. The nation owed $160 million in war debts and the Congress had no power to tax and the states rarely sent in more than half of Congress's requisitions. The national currency was worthless. To help pay the government's debt, several members of Congress proposed the imposition of a five percent duty on imports. But because the Articles of Confederation required unanimous approval of legislation, a single state, Rhode Island, was able to block the measure. The country also faced grave foreign policy problems. Spain closed the Mississippi River to American commerce in 1784 and secretly conspired with Westerners (including the famous frontiersman Daniel Boone) to acquire the area that would eventually become Kentucky and Tennessee. Britain retained military posts in the Northwest, in violation of the peace treaty ending the Revolution, and tried to persuade Vermont to become a Canadian province. The economy also posed serious problems. The Revolution had a disruptive impact especially on the South's economy. Planters lost about 60,000 slaves (including about 25,000 slaves in South Carolina and 5,000 in Georgia). -
Bennington Battlefield 4Th Grade Activities
Battle of Bennington Fourth Grade Curriculum Guide Compiled by Katie Brownell 2014 Introduction: This curriculum guide is to serve as station plans for a fourth grade field trip to the Bennington Battlefield site. The students going on the field trip should be divided into small groups and then assigned to move between the stations described in this curriculum guide. A teacher or parent volunteer should be assigned to each station as well to ensure the stations are well conducted. Stations and Objectives: Each station should last approximately forty minutes, after which allow about five minutes to transition to the next station. The Story of the Battle Presentation: given previously to the field trip o Learn the historical context of the Battle of Bennington. o Understand why the battle was fought and who was involved. o Understand significance of the battle and conjecture how the battle may have affected the outcome of the Revolutionary War. Mapping Station: At the top of Hessian Hill using the relief map. o Analyze and discuss the transportation needs of people/armies during the 18th Century in this region based on information presented in the relief map at the top of Hessian Hill. o Create strategy for defense using relief map on top of Hessian Hill if you were Colonel Baum trying to defend it from a Colonial Attack. The Hessian Experience o Understand the point of view of the German soldiers participating in the battle. o Learn about some of the difficulties faced by the British. Historical Document Match Up: In field near upper parking lot* o Analyze documents/vignettes of historical people who played a role during the battle of Bennington. -
Primary Sources Battle of Bennington Official Correspondence New
Primary Sources Battle of Bennington Official Correspondence New Hampshire Committee of Safety to General Stark State of New Hampshire, Saturday, July 19th, 1777. To Brigd Genl Jn° Stark,—You are hereby required to repair to Charlestown, N° 4, so as to be there by 24th—Thursday next, to meet and confer with persons appointed by the convention of the State of Vermont relative to the route of the Troops under your Command, their being supplied with Provisions, and future operations—and when the Troops are collected at N°- 4, you are to take the Command of them and march into the State of Vermont, and there act in conjunction with the Troops of that State, or any other of the States, or of the United States, or separately, as it shall appear Expedient to you for the protection of the People or the annoyance of the Enemy, and from time to time as occasion shall require, send Intelligence to the Genl Assembly or Committee of Safety, of your operations, and the manoeuvers of the Enemy. M. Weare. Records of the Council of Safety and Governor and Council of the State of Vermont to which are prefixed the Records of the General Conventions from July 1775 to December 1777 Eliakim Persons Walton ed., vol. 1 (Montpelier: Steam Press, 1873), p. 133. Primary Sources Battle of Bennington Official Correspondence Committee of Safety, Vermont State of New Hampshire, In Committee of Safety, Exeter, July 23d 1777. Hon. Artemas Ward— Sir— Orders issued the last week for one Quarter part of two thirds of the Regiments of militia in this State to march immediately to the assistance of our Friends in the new State of Vermont, under the command of Br. -
Tennessee Counties Named for Patriots & Founding Fathers
Tennessee Counties named for Patriots & Founding Fathers Photo County amed for Anderson County Joseph Anderson (1757-1837), U.S. Senator from TN, and first Comptroller of the U.S. Treasury. During the Revolutionary War, he was an officer in the New Jersey Line of the Continental Army. Bedford County Revolutionary War Officer Thomas Bedford Bledsoe County Anthony Bledsoe (ca 1795-1793), Revolutionary War Soldier, Surveyer, and early settler of Sumner County. Blount County William Blount (1749-1800) was a delegate to the Constitutional Convention of North Carolina, the first and only Governor of the Southwest Territory, and was appointed as the Regimental Paymaster of the 3rd NC. Regiment during the Revolutionary War. Davidson County William Lee Davidson (1746-1781) a Brigadier General who died in the Revolutionary War Battle of Cowan’s Ford. DeKalb County Johann de Kalb (1721-1780) A German-born baron who assisted the Continentals during the Revolutionary War Fayette County Marquis de La Fayette (1757-1834) a French aristocrat and military officer who was a General in the Revolutionary War Franklin County Founding Father Benjamin Franklin (1706-1790) Greene County Nathaniel Greene (1742-1786) Major General in the Continental Army During the Revolutionary War. Hamilton County Founding Father Alexander Hamilton (ca.1755- 1804) Hancock County John Hancock (1737-1794) President of the Continental Congress Hawkins County Benjamin Hawkins (1754-1816) was commissioned as a Colonel in the Continental Army where he served under George Washington for several years as his main French interpreter. Henry County Revolutionary-era Patriot Patrick Henry (1736- 1799) Jackson County Revolutionary War Veteran and President Andrew Jackson (1767-1845). -
View to the Quiet of His Rural Home
94 American Antiquarian Society. [Oct. A FORGOTTEN PATRIOT. BY HENRY S. N0UU8E. OF self-sacrificing patriots who in troublous times have proved themselves worthy the lasting gratitude of the com- monwealth, very many have found no biographer ; but none seem more completely forgotten, even in the towns of which they were once the ruling spirits, than the officers who led the Massachusetts yeomanry during those tedious campaigns of the French and Indian War, which awoke the British colonies to consciousness of their strength and thereby hastened the founding of the Republic. A few in- cidents in the honorable career of one of these unremem- bered patriots—one whom perhaps diffidence only, pre- vented from being a very conspicuous figure in the battles for independence—I have brought together, and offer as faint, unsatisfying outlines of an eventful and useful life. In "Appleton's Cyclopœdia of American Biography," published in 1889, twenty-two lines are given to General John Whitcomb, nearly every date and statement in which is erroneous. It is alleged therein that he was born "about 1720, and died in 1812"; and the brief narrative is embel- lished with a romantic tale wholly borrowed from the mili- tary experience of a younger brother. Colonel Asa Whitcomb. Biographical notes in volumes XII. and XVIII. of the Essex Institute Historical Collections perpetuate like errors of date. Even in the most voluminous histories of the building of the Eepublic, this general's name is barely, or not at all mentioned. John Whitcomb, or Whetcomb as the family always 1890.] A Forgotten Patriot. -
David Library of the American Revolution Guide to Microform Holdings
DAVID LIBRARY OF THE AMERICAN REVOLUTION GUIDE TO MICROFORM HOLDINGS Adams, Samuel (1722-1803). Papers, 1635-1826. 5 reels. Includes papers and correspondence of the Massachusetts patriot, organizer of resistance to British rule, signer of the Declaration of Independence, and Revolutionary statesman. Includes calendar on final reel. Originals are in the New York Public Library. [FILM 674] Adams, Dr. Samuel. Diaries, 1758-1819. 2 reels. Diaries, letters, and anatomy commonplace book of the Massachusetts physician who served in the Continental Artillery during the Revolution. Originals are in the New York Public Library. [FILM 380] Alexander, William (1726-1783). Selected papers, 1767-1782. 1 reel. William Alexander, also known as “Lord Sterling,” first served as colonel of the 1st NJ Regiment. In 1776 he was appointed brigadier general and took command of the defense of New York City as well as serving as an advisor to General Washington. He was promoted to major- general in 1777. Papers consist of correspondence, military orders and reports, and bulletins to the Continental Congress. Originals are in the New York Historical Society. [FILM 404] American Army (Continental, militia, volunteer). See: United States. National Archives. Compiled Service Records of Soldiers Who Served in the American Army During the Revolutionary War. United States. National Archives. General Index to the Compiled Military Service Records of Revolutionary War Soldiers. United States. National Archives. Records of the Adjutant General’s Office. United States. National Archives. Revolutionary War Pension and Bounty and Warrant Application Files. United States. National Archives. Revolutionary War Rolls. 1775-1783. American Periodicals Series I. 33 reels. Accompanied by a guide. -
SPL115A Copy
MAPPING: NORTHERN BATTLES Using a grid system helps you locate places in the world. A grid system is made up of lines that come together to form squares. The squares divide a map into smaller pieces, making it easier to \ nd important places. Learning how to use a grid system is easy, and will teach you an important location skill. Example: In July 1777, the British Army took control of Mount Independence. Hundreds of soldiers from America, Great Britain, and Germany are buried in unmarked graves on top of Mount Independence. Mount Independence is located at ( 4,4 ). Locate Mount Independence at ( 4,4 ), by putting your \ nger on the number 1 at the bottom of the grid. Slide over to 4 and up to 4. Mount Independence is located in the square created where these two numbers come together. 6 5 Mount 4 Ind. 3 2 1 1 2 3 4 5 678 9 Directions: In this activity, you will use a grid system to locate important Revolutionary War forts and battles in the North. 1. Follow the example above for locating each fort or battle by going over and up. If a fort or battle is located at ( 4,4 ), go over to 4 and up to 4. 2. When you locate a fort or battle on the grid, color in the square with a coloring pencil. If the fort or battle was won by the Americans, color the square blue. If the fort or battle was won by the British, color the square red. 3. The \ rst one has been done for you as an example. -
Benjamin Lincoln to George Washington, 22 February 1787 (Pdf)
Benjamin Lincoln to George Washington, 22 February 1787 Thus far I had written as early as December, and should have forwarded the letter at that time, but had some hopes that the Governour and Council would take some measures for crushing the Insurgents. This however hung in suspence untill the beginning of January. It was then agreed to raise two thousand men in the Counties of Suffolk, Essex, and Middlesex, and four companies of Artillery; twelve hundred men in the County of Hampshire; and twelve hundred men in the County of Worcester. The command of the troops was to be given to me being the first Major General in the State. At this moment, when every part of the system was digested, and nothing remained but the offering the order to raise the men, and carry it into execution, information was received from the Commissary General that the necessary supplies could not be obtained without a considerable sum in cash, which was not within the power of the Treasurer to borrow. On my hearing this from the Governour, I went immediately to a club of the first characters in Boston who met that night, and layed before them a full state of matters, and suggested to them the importance of their becoming loaners of part of their property if they wished to secure the remainder. A Subscription was set on foot in the morning, headed by the Governour. Before night the cloud which twenty four hours before hung over us disappeared as we had an assurance of obtaining the sum we wanted. -
The Battle of Saratoga to the Paris Peace Treaty
1 Matt Gillespie 12/17/03 A&HW 4036 Unit: Colonial America and the American Revolution. Lesson: The Battle of Saratoga to the Paris Peace Treaty. AIM: Why was the American victory at the Saratoga Campaign important for the American Revolution? Goals/Objectives: 1. Given factual data about the Battle of Saratoga and the Battle of Yorktown, students will be able to describe the particular events of the battles and how the Americans were able to win each battle. 2. Students will be able to recognize and explain why the battles were significant in the context of the entire war. (For example, the Battle of Saratoga indirectly leads to French assistance.) 3. Students will be able to read and interpret a key political document, The Paris peace Treaty of 1783. 4. Students will investigate key turning points in US history and explain why these events are significant. Students will be able to make arguments as to why these two battles were turning points in American history. (NYS 1.4) 5. Given the information, students will understand their historical roots and be able to reconstruct the past. Students will be able to realize how victory in these battles enabled the paris Peace Treaty to come about. (NCSS II) Main Ideas: • The campaign consists of three major conflicts. 1) The Battle of Freeman’s farm. 2) Battle of Bennington. 3) Battle of Bemis Heights. • Battle of Bennington took place on Aug. 16-17th, 1777. Burgoyne sent out Baum to take American stores at Bennington. General Stark won. • Freeman’s farm was on Sept. -
General Election Results: Governor, P
1798 Isaac Tichenor [Federalist] 6,211 66.4% Moses Robinson [Democratic Republican] 2,805 30.0% Scattering 332 3.6% Total votes cast 9,348 33.6% 1799 Isaac Tichenor [Federalist] 7,454 64.2% Israel Smith [Democratic Republican] 3,915 33.7% Scattering 234 2.0% Total votes cast 11,603 100.0% 1800 Isaac Tichenor [Federalist] 6,444 63.4% Israel Smith [Democratic Republican] 3,339 32.9% Scattering 380 3.7% Total votes cast 10,163 100.0% 1802 Isaac Tichenor [Federalist] 7,823 59.8% Israel Smith [Democratic Republican] 5,085 38.8% Scattering 181 1.4% Total votes cast 13,089 100.0% 1803 Isaac Tichenor [Federalist] 7,940 58.0% Jonathan Robinson [Democratic Republican] 5,408 39.5% Scattering 346 2.5% Total votes cast 13,694 100.0% 1804 2 Isaac Tichenor [Federalist] 8,075 55.7% Jonathan Robinson [Democratic Republican] 6,184 42.7% Scattering 232 1.6% Total votes cast 14,491 100.0% 2 Totals do not include returns from 31 towns that were declared illegal. General Election Results: Governor, p. 2 of 29 1805 3 Isaac Tichenor [Federalist] 8,683 61.1% Jonathan Robinson [Democratic Republican] 5,054 35.6% Scattering 479 3.4% Total votes cast 14,216 100.0% 3 Totals do not include returns from 22 towns that were declared illegal. 1806 4 Isaac Tichenor [Federalist] 8,851 55.0% Jonathan Robinson [Democratic Republican] 6,930 43.0% Scattering 320 2.0% Total votes cast 16,101 100.0% 4 Totals do not include returns from 21 towns that were declared illegal.